The Impact of School Participatory Budgeting on Social Emotional and Civic Capacities

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Voice and Social and Emotional Learning Implementation (Table 43)

Abstract

Social and economic inequities are often associated with inequities in civic participation, and while educational systems tend to mirror this paradigm, K12 schools are often tasked with fostering students’ social-emotional and civic capacities. We explore findings from a mixed-methods, multi-case study in a large, urban elementary school district that implemented School Participatory Budgeting (SPB), an innovative, experiential learning model that simultaneously fosters social-emotional learning (SEL) and civic learning and engagement (CLE) through a school-wide process that positions students as leaders within school communities and embeds student voice in budgetary decisions. Findings suggest that SPB increases student voice in critical and equitable decision-making processes, develops student SEL and CLE capacities, and creates more inclusive, democratic spaces and processes within school communities.

Authors

• Tara Lynn Bartlett, Arizona State University

• Daniel Schugurensky, Arizona State University

• Madison Rock, Arizonans for a Clean Economy